Abstract
The papers in this symposium explore the concept of disruptions as an analytical concept for investigating how individual learning and changes in local practice mutually influence each other in designed learning contexts. Disruptions are rearrangements, temporary or sustained, of typical practice, meaningfully experienced by participants. The papers present data from a variety of studies investigating middle and high school mathematics education settings (teacher professional development, a geometry design study, museum field trips) as comparative cases for exploring the idea of disruptions. We explore how disruptions to typical practice in terms of discourse, authority, participation frames, material and representational tools, and spaces and modes of learning are taken up, adapted, or rejected by learners, and how this informs design.
| Original language | English |
|---|---|
| Pages (from-to) | 1396-1405 |
| Number of pages | 10 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | January |
| State | Published - 2014 |
| Event | 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: 23 Jun 2014 → 27 Jun 2014 |
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education
